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Education and optometry
Education and optometry have worked together for years. One example is the work of Daryl Boyd Harman, a scientist who was part of the school system in Texas. Through cooperation with optometry he brought many improvements in the learning environments of children. He switched the chalk boards from the high contrast black with white chalk to the green with yellow chalk that is gentler on the eyes. He blended the artificial lighting with the natural sun light from the windows |
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He did amazing work relating posture with vision as well as learning. Obviously the posture of this little girl at a school desk is not the best.
He emphasized the appropriate desk sizes to children’s sizes and even coordinated classroom colors. Note the different sized kids but the same sized desks. The short kids have to focus their eyes for desk work up to 6 times more than the tall kids.
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We borrowed a vision therapy procedure called bi-manual circles at the chalk board (today a white board) from a teacher in the 1800's. |
Dr. Walter B. Lancaster at Dartmouth College is noted for proving eye muscles are 50 to 100 times stronger than necessary to move the eyes. That questioned surgery for crossed eyes leading to non-invasive treatment.
In the 30's Dr. Lancaster studied school vision screening and found the best students had the worst visual acuities. Unfortunately the majority of the eye professions ignored his work. Yet, those who recognized the value of his work began investigating vision and learning. It was the emergence of developmental optometry.
With such a history shouldn’t there be help for school kids? We already know that school visual acuity screening throughout the country, not just CA, does not identify visually related learning problems. So what can we do? Actually, within the very school vision screening law, California Education Code 49455, there is a helpful section:
Section (e) Gross external observation of the children’s eyes, visual performance and perception, pursuant to Education Code Sections 49455, shall mean continuous observation by teachers of the appearance, behavior and complaints of pupils that might indicate vision problems.
Section (e) Gross external observation of the children’s eyes, visual performance and perception, pursuant to Education Code Sections 49455, shall mean continuous observation by teachers of the appearance, behavior and complaints of pupils that might indicate vision problems.
Developmental optometrists have relied on teacher observation for decades to identify children who may have a visually related learning problem. Many districts don’t emphasize this section of the law, including LUSD. They miss observations that could make a world of difference to many children. This past week two children were helped because of two teachers looking closely. CA is near last of 50 states in education. You would think they would want all the help they can get and not ignore teacher observation.
A short visit to the headings of the Lodi Unified School District Website and face book page will reveal many students demonstrating behaviors indicative of a visually related learning problem. Teachers are required under section e of the above mentioned State school vision screening law to notice such behavior. . Although the sites are public, LUSD will not allow anybody to display those pictures. identify kids with vision problems. Take a look your self and see if you can identify any vision problems. Hint: look for head tips and close reading distances. The website is https://www.lodiusd.net and the Facebook page is https://www.facebook.com/lodiusd.
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To the right are students showing observations teachers should be trained to notice. A view of our LUSD website will show similar pictures. What can be done? We have some answers, and some are simple. |
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1. DON'T RELY ON SCHOOL VISION SCREENING. It only finds a child already needing glasses; and is not a vision examination, that if done earlier may have prevented the problem. All too often, the minimal screening gives you, the teacher, school nurse, school counselor, eye doctor, and pediatrician misleading information that delays your child’s vision care. It leads to the believe that passing the school vision screening means vision is not related the child's learning difficulty. Thus, vision treatment is delayed often for years until a vision exam by a developmental optometrist finds the vision condition significantly contributing to the learning difficulty.
- 2. Keep track of your child’s grades. Grades of C (2 in the numbering system) and below indicate a potential problem. Remember at least 80% of learning takes place through the vision. Current thinking indicates over 90%..
3. Go to 7 steps to protect your children's vision from the rigors of the classroom found within this Teacher / Parent, but under7 steps to protect your children's vision from the rigors of the classroom. Just click the link above
4. The Optometric Extension Program compiled a list of observations either parents or school teachers can review. Go to How can I tell if my student or child has a visually related learning problem? It is found in How to ID a Visually Related Learning Problem.
Can any eye doctor detect visually related learning problems?
Recently Sally’s* mom was relieved to find an answer to Sally’s school problems. It almost didn’t happen but for my assistant who listens to moms. Sally’s teacher insisted she be seen by an ophthalmologist, not an optometrist (a violation of school policy). Mom wanting the best for her daughter, listened to the advice and brought her to Dr. Jones*.
When mom brought Dr. Jones’ prescription to our office to be filled, she related Sally’s school problems. Dr. Jones said nothing about Sally’s school problems, the reason for her visit. The mom reported the quickie exam after the long time in the waiting room. He didn’t even test her at close vision where most learning takes place and left Sally with dilated eyes. Our wide angle lens viewer made dilation unnecessary. He missed her reduced side vision, eye teaming problem, and her vision processing difficulty. All three explain a large percent of her school struggles. On top of that Dr. Jones' eyeglasses Rx would have made sally struggle more.
Insurance rules restricted my testing, yet, I found the problems Dr. Jones missed. After getting the appropriate glasses and doing additional testing for the conditions that interfere with Sally’s school work we will talk about more treatment. We also sent classroom hints to her teacher.
Recently Sally’s* mom was relieved to find an answer to Sally’s school problems. It almost didn’t happen but for my assistant who listens to moms. Sally’s teacher insisted she be seen by an ophthalmologist, not an optometrist (a violation of school policy). Mom wanting the best for her daughter, listened to the advice and brought her to Dr. Jones*.
When mom brought Dr. Jones’ prescription to our office to be filled, she related Sally’s school problems. Dr. Jones said nothing about Sally’s school problems, the reason for her visit. The mom reported the quickie exam after the long time in the waiting room. He didn’t even test her at close vision where most learning takes place and left Sally with dilated eyes. Our wide angle lens viewer made dilation unnecessary. He missed her reduced side vision, eye teaming problem, and her vision processing difficulty. All three explain a large percent of her school struggles. On top of that Dr. Jones' eyeglasses Rx would have made sally struggle more.
Insurance rules restricted my testing, yet, I found the problems Dr. Jones missed. After getting the appropriate glasses and doing additional testing for the conditions that interfere with Sally’s school work we will talk about more treatment. We also sent classroom hints to her teacher.
With our lackluster economy and health care confusion at that time, parents do not need added pressure from misinformed teachers. My dedicated front desk assistant got insurance coverage for Sally. Otherwise, mom would have faced an extra exam payment on top of the wasted time with Dr. Jones. Her academics now have a chance of improvement. With Dr. Jones’ treatment Sally would have continued with her visually related learning difficulty and the accompanying low self esteem. How many school district resources would have been wasted as one significant factor of her learning difficulty would not be found?
*names changed to preserve privacy
*names changed to preserve privacy